Comprehension, Diagram Analysis, and Integration: A Cross-Sectional Analysis

• In Event: Poster Session 4: Reading and Reasoning Across Sources

Abstract

The purpose of the current study was to examine a multidimensional set of outcome variables to understand the type of learning in which students engage when presented with expository science texts, and to examine these constructs cross-sectionally to identify any progression as students move across grades. Participants were 156 3rd through 6th grade students enrolled in a laboratory school. Students completed before, during, and after reading activities that tapped their abilities to comprehend two texts within the domain of biology, as well as analyze diagrams and integrate information across texts. Results indicate that students across grade levels performed well on multiple-choice and open-ended comprehension assessments, but not as well on diagram analysis or an open-ended integration question. Implications are discussed.

Authors

• Courtney Hattan, Illinois State University

• Alexandra List, The Pennsylvania State University

• Eunseo Lee, The Pennsylvania State University